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SEND Information Report


School SEND Information Report 2018-2019


School Ethos for SEN

At Baddow Hall Infant School our vision is for every child to make the best possible progress. We provide a caring environment in which children can learn and develop to their full potential. We deliver an exciting and engaging curriculum by embedding inclusive practice from the Foundation Stage to the end of Key Stage One.

Children who require support relating to the four primary areas of special educational needs will receive support additional to or different from that which we provide as part of the differentiated curriculum. This is considered additional SEN support and will be tailored to the needs of the individual child to enable them to achieve the best possible educational and other outcomes. Additional SEN support is planned, monitored and reviewed regularly.

We are committed to developing a strong partnership with parents, as we believe parental involvement for all children is key in achieving success.


Information about our policy for the identification and assessment for children with special educational needs.

  • Policy for Special Educational Needs, available on school website.
  • As part of your child’s induction to Baddow Hall Infant School there is an opportunity for parents to discuss with the SENCO any special educational needs or additional needs that have been identified for their child.
  • We liaise with preschools and nurseries to ensure effective transfer of information and assessments; SENCO visits nurseries of pupils with special educational needs in the Summer Term before they start school
  • Children in Foundation Stage are assessed using Development Matters within their first half term of attending reception and this is then a continuing process throughout the year.
  • Progress and attainment is monitored half termly for all children (KS1 Maths and English Assessments/ Foundation Stage- Areas of learning- Early Years Outcomes). Children are discussed with the SENCO when they are not making expected progress towards targets set.
  • Class teachers identify when there is a perceived change in a child’s behaviour.
  • Class teachers liaise with SENCO and Headteacher to develop appropriate provision to support individual children.
  • SENCO liaises with outside agencies to support identification and assessment of special educational needs.
  • Early Years Foundation Stage Profile, Phonics Check at Year 1 and KS1 assessments.


The four primary areas of special educational needs (SEN):

1. Communication and interaction; 2. Cognition and learning; 3. Emotional, social and behavioural development; 4. Sensory and physical.


Information on the kinds of special education provision at our school.

  • Experienced SENCO with up to date knowledge and information.
  • Quality First Teaching that is differentiated to meet the needs of all learners and to enable pupils with SEND to work alongside their peers.
  • Adult support in every classroom: Reception – one full time Teaching Assistant in each class; KS1 – each class has a Teaching Assistant every morning and at least one afternoon. Additional Teaching Assistants are deployed to work with individual pupils or groups in various classes throughout the week to support learning and lead interventions.
  • 1stClass@Number to support children in maths.
  • Precision teaching to support recall of high frequency words and letter sounds.
  • Five Minute Box intervention to support pupils with literacy skills
  • WellComm assessment tool and intervention to support speech and language development for pupils identified through assessment
  • Fisher Family Trust Wave 3 Literacy Intervention to support children with reading and writing.
  • Communication and language support for children in Foundation Stage.
  • Team Around the Child model used to develop partnership with parents.
  • SENCO liaison with outside agencies involved with individual children, including specialist teachers regarding advice and support.
  • Referral to appropriate outside agencies for example; speech therapist, occupational therapist and EWMHS.
  • Access to Educational Psychologist.
  • Speech and Language care plans followed with individual children by experienced teaching assistants
  • Gym Trail activities
  • Sensory Room
  • Bubble Time to support personal, social and emotional development.
  • Play therapy delivered by trained support staff.
  • Family Support Worker to support parents and children with identified areas.
  • 1:1 Counselling to support children’s emotional needs.
  • A range of resources to facilitate access to the curriculum and learning environment, e.g. visual timetables, Numicon, iPads, Clicker6 and talking whiteboards.


Information on how we assess progress for children with special educational needs.

  • Termly One Planning meetings (person centred planning) with SENCo, teachers, support staff and parents.
  • Target tracker used to track progress and attainment.
  • Half termly assessments against month bandings within Foundation Stage and National curriculum expectations within KS1. P scales are also used to identify progress for children during KS1 where appropriate.
  • Assessments from specialist support.
  • Pre and post data for Wave 2 and Wave 3 interventions.
  • Boxall Profile assessments.
  • WellComm Speech and Language screening on entry to the school and following intervention.
  • Progress for emotional, social and behavioural development through observations by teachers, support staff and parents.
  • Person centred annual reviews for children with Statements or Education Health and Care plans.
  • Provision map for key interventions reviewed half termly.


Information on how we evaluate the effectiveness of the provision for children with special educational needs.

  • Parents are involved in assessing the effectiveness of the provision for their child during review meetings.
  • Measuring pupil outcomes at the end of Foundation Stage and KS1 against all children and national data.
  • Governor monitoring of SEN provision.
  • Analysis of trends over time for children with special educational needs.
  • Analysis of the outcomes of Wave 2 and 3 interventions.
  • SEN provision review is completed annually.
  • Parent surveys sent out annually to families of pupils with SEND.


How we train and support our staff to ensure the education and well being of our learners.

  • Regular training for SENCo – including termly SENCo updates, SENCo cluster meetings and annual SENCo conference.
  • SENCo works alongside SEN support staff to develop skills and provision.
  • Training for all staff in areas relating to specific needs by SENCo and /or outside specialists.
  • Support staff trained to deliver wave 2 & 3 interventions.
  • Local networks provide support.
  • Joint training with partner junior school.
  • Training for staff to support children with medical needs.
  • Performance management cycle.
  • Monthly meetings with SENCo for SEN support staff.


Information about how equipment and facilities to support children with special educational needs will be secured.

  • Equality and Disability Plan
  • SEN development plan.
  • Provision for support staff to support children with special educational needs identified within annual budget.
  • Provision to deliver Wave 2 and 3 interventions identified within annual budget.
  • Access to Educational Psychologist


The arrangements for consulting parents of children with special educational needs.

  • As part of a child’s induction to Foundation Stage a home visit is offered in September with the child’s class teacher.
  • SENCO role is highlighted to parents at annual year group meetings.
  • Termly ‘One Planning’ (person centred planning) for children with special educational needs involving the children (where appropriate), parents, school staff and external agencies (where appropriate).
  • Parent consultation evenings during which SENCO is available.
  • SENCO is available to meet regularly with parents of children with special educational needs.
  • Parents attend annual reviews for statements or Education Health and Care Plans.
  • Parents attend Team Around the Child meetings.
  • Annual questionnaire sent out to parents of pupils with SEND.


The arrangements for consulting children with special educational needs.

  • The views of children receiving additional SEN support are recorded by supporting adults at review time.
  • All children self-evaluate their learning during lessons (‘traffic lighting’).


School arrangements for supporting pupils transferring between stages of education.

  • Transition Booklets are created for all pupils with special educational needs coming into the school or leaving the school.
  • Additional visits for pupils new to reception in the summer term before they start and the opportunity to visit their classroom before the start of school during the first INSET day of the year to refamiliarise themselves with the school before they come in with the other children.
  • Phased transition for pupils who require a slower introduction to full time education (when appropriate and as agreed with school and parents).
  • SENCO from Infant and Junior school liaise regularly throughout the year.
  • All children complete a transition programme and an enhanced programme is provided for children with additional needs or Education Health and Care Plans, including reading buddies and treasure hunts around the Junior School.
  • KS1 assessment results are transferred to partner Junior School


Additional information

The name and contact details of our SEN co-ordinator

Sally Norris

Baddow Hall Infant School

01245 471338


Information about the LA local offer can be found at:




Arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school can be found on the school website: